7 - 12
Confronted with the responsibility of planning for the sale and subsequent use of park lands, students analyze the resource and evaluate plans in terms of future impact.
Students will investigate changes associated with land use decisions by:
Science:
- Life Science: LS.1, LS.12
- Earth Science: ES.1, ES.2, ES.3, ES.7, ES.9
- Biology: BIO.1, BIO.9
History and Social Science:
- Grade Seven: 7.7, 7.10
- Grade Ten: 10.8, 10.9, 10.10
- Grade Eleven: 11.15, 11.17
- Grade Twelve: 12.6, 12.8
English:
- Grade Seven: 7.1, 7.8, 7.9, 7.10
- Grade Eight: 8.1, 8.4, 8.5, 8.6
- Grade Nine: 9.4, 9.6, 9.7, 9.8
- Grade Ten: 10.1, 10.7, 10.8, 10.9, 10.10
- Grade Eleven: 11.1, 11.7, 11.8, 11.9
- Grade Twelve: 12.1, 12.2, 12.7, 12.8
The Chesapeake Bay and its tributaries are very busy places. Waterfront property has become a premium commodity. The Bay supports important commercial fisheries, and is ranked third in the nation in overall fishery catch. It is, the largest producer of blue crabs, and among the leaders in clams and oysters. The value of the Bay's fishing catch exceeds $100 million per year. It is also a key commercial waterway boasting two of the five major North Atlantic ports (Baltimore and Norfolk). Nearly $30 billion worth of cargo was shipped via the Bay in 1989. A variety of industries and power plants line the Chesapeake Bay shores to use the water for cooling and processing. The gentle climate, natural beauty and recreational opportunities are attracting more people who visit or make their homes here. The Bay aIso has value as a natural resource, providing breeding and feeding grounds for marine life, serving as a major stopover for migratory waterfowl, and supporting the largest nesting population of bald eagles in the lower 48 states.
Development of waterfront property can fall into one of five categories: industrial, residential, recreational, commercial, or agricultural. Each type of development results in benefits and hazards. The benefits are generally economic and people-oriented and the hazards are often environmental.
Industrial development can include power generating plants, chemical manufacturers, chicken, processing plants and others. Industries are attracted to the Bay because they generally require large quantities of water for cooling and processing. They provide job sand economic stability but can introduce various pollutants into the Bay including toxic chemicals, excess nutrients, and heated water.
Residential development and commercial development are currently booming around the Bay. As waterfront housing developments go up, they are accompanied by new shopping centers, stores, gas stations and other businesses. This type of development tends to increase waste water flow and surface runoff.
Recreational development includes marinas and boat landings providing access for fishermen and boaters, and land purchased for city parks, state parks and wildlife preserves. Increased use of the Bay by boats can result in increases of floatable pollutants like plastics, and increases in oil pollution. Parks and refuges help maintain the environmental integrity of the land surrounding the Bay, but recent increases in property values of land adjacent to the Bay make it expensive for governments to purchase land for these purposes.
Agricultural development increases sediment runoff and can introduce pesticides and excess nutrients into the Bay. Fewer farms and the increase in environmentally sound farming practices have reduced the environmental impact of agriculture over the past few years.
Any type of development along the Bay that requires the clearing of land destroys wildlife habitat and increases sediment runoff in the Bay. In a 1975 study the Smithsonian Institution identified 113 sites around the Chesapeake Bay vital to wildlife. By 1980 over half of these sites were developed or being developed. Each square mile of land that is developed sends 25 to 50 thousand tons of soil into the water. An abundance of nutrients emptied in the Bay from sewage, runoff from farm fields, or other sources, triggers a chain of events beginning with increased algal growth which depletes oxygen supplies in the water and can result in major fish kills.
Over the years, the Bay and its tributaries have remained highly productive while absorbing considerable pressure from both natural and human sources. If human demands on the Bay continue to increase, the Bay may lose its ability to cleanse itself. Population projections through the year 2000 indicate a 24% increase in the number of people living in the Chesapeake Bay drainage area since 1980. This means 237 people per day will buy or build homes in this area, the need, for water will rise 166%, exceeding current supplies, and these newcomers will generate 260 million gallons of sewage per day. In the words of William Ruckleshaus, past director of the E.P.A., "The Chesapeake, more than most bodies of water, is a people's Bay. Its survival is up to all of us" (1983).
*Telephone the Chesapeake Regional Information Service (1-800-662-CRIS) to obtain these and similar publications: the staff can assist with specific informational needs. Many up to date informational resources are available at no cost.
Before the Trip:
Prepare role assignments for students, filling in names for each role. Be careful to make some assignments which will allow students to p]ay roles different from their present personas, e.g. assign some mediocre students Ph.D. roles, or let the class brain play one of the school dropout roles. Modify role descriptions with local details if desired.
Copy the map of the park. Divide it into three approximately equal segments. Give each section some waterfront, and make dividing lines along present features (streams, roads) when possible. Label the sections A, B and C. Assemble references for classroom use.
Check a local newspaper for an article dealing with a local land use dispute. Assign it as a class reading and conduct a brief discussion, soliciting class opinions on what the central characters ought to do.
Explain that the class will be making some similar kinds of decisions. Read this aloud:
It is now the year 2020. ______(name a student government officer), Governor of the Commonwealth of Virginia, has announced that due to a severe budget deficit _______ State Park (name field trip site) will be closed and sold to raise at least $4,000,000. The Commonwealth has issued a Request for Proposals for prospective buyers to bid on the land and explain their ideas for use. Proposals will be heard by the Secretary of Natural Resources, the Attorney General, and a State Senator (the selection committee), who will select three worthy projects.
Distribute copies of the park maps showing A, B, and C plots, the role assignments and background information to everyone.
Announce the proposal guidelines:
Provide the class with an overview of the project plan. Groups will work up preliminary plans for both site development and class presentations (using maps and available resources). They then will visit the park for in-depth exploration of the sites, and prepare and present their proposals after the field trip.
After the presentations, a public hearing (moderated by the selection committee) will be held for open discussion of the merits and drawbacks of the various proposals. The selection committee will meet in private and present its decisions on the proposed projects, and the reasons for those decisions, to the community.
Review with the class any maps and references obtained. Point out documents which provide guidelines for waterfront development.
Groups begin their planning. While the selection committee considers how to evaluate the proposals, development groups consider and prepare work sheets for:
Check each team's plans for the site visit to the park. Make sure plans are organized and contain sufficient detail to be helpful with planning.
At the Park:
Together, the class should become familiar with as much of the park as possible. This could include a canoe trip, a trail hike, a visit to the visitor center, and/or a chat with park staff about natural resources and land uses in the area. During this tour, locate the boundaries of plots A, B, and C.
The class then separates into the role groups to work on their plans on site. If everybody wants to develop site A, you will have to assign a few to the other sites. (Be fair, flip a coin.) Groups should take pictures, make sketches, locate facilities, and record information on their work sheets.
Follow-up:
Get film developed as quickly as possible.
Allow several class periods for groups to prepare their presentations.
Schedule and conduct students' presentations: up to 10 minutes each, with 3 minutes for questions.
The selection committee conducts a public hearing after the presentations. Do this in an organized manner: the chair must present an agenda, recognize each speaker and keep the discussion an track.
The selection committee meets and selects one project for each plot, making sure that they collect at least $4,000,000.
After the decision is announced, assign as homework a one-two page essay which discusses the probable effects on the community 20 years later. Consider pollution, environmental benefits, value to the community and economic implications.
Use the video tape Coastal Growth, A Delicate Balance and some of the activities described in its study guide. The general instruction for dilemma discussions will be helpful in conducting "The Great Bay Land Grab" activities.
Conduct the activity "Researching the Bay" concurrently, using the specific informational needs for this project as the research topics. "The Great Bay Land Grab" can be conducted without extra references, but is enhanced by use of researched material.
| Caledon: | access to most of park seasonally restricted and requires park provided transportation; interior roads to sections of park along Potomac. |
| Chippokes: | park roads and trails provide access to a variety of areas. |
| Leesylvania: | understanding of park's resources obtained by traveling slowly along park road and by walking trails and beach at Freestone Point. |
| Mason Neck: | trails leading out from visitor center go to sections of park; some areas inaccessible; some characteristics can be inferred with topo map. |
| Seashore: | park roads lead to representative areas including beach on Chesapeake Bay; cypress swamps, tidal marshes and beach on Broad Bay. |
| Westmoreland: | most shoreline can be explored from road stretching from boat ramp to cabins; Big Meadows Tr. leads to extensive wetland area; Turkey Neck Tr. leads to hardwood forest. |
| York River: | representative shoreline and wetland areas seen near visitor center and at Croaker Landing; all trails offer views of hardwood forests. |
Time Required at the Park:
1 hour for on-site group work, plus time to tour the park; any time of day.
Time of Year:
Any season, in-class activities require 3-5 class periods.
Instructions: When you click on the following links, a work sheet will appear in a separate window. If you want a printed copy of the work sheet, use your print command while the window is open and highlighted. Click on the close box in the work sheet window to return back to this lesson plan.